ROBINSON 


Ulargarrt  (Cartwgt? 
iJtbrarg 

WITHDRAWN 


Arr*00um 
.  7 


3929  8 


HAJSTD-BOOK 


PHYSICAL  TRAINING  IN   SCHOOLS 


INCLUDING  FULL  DIRECTIONS 


FOR    A    VARIETY  OK 


Calisthenie  Exercises 


ADAPTED  TO  GIjASSES  OF  ALL  GRABE     .A^JD  TO  SOCIAL 
'jfL  JPRAC?  ICE;.*^  . 


BY  V&A5LLES  J.  ROBINSO^'.>r  -B 

Graduate  of  Dr.  Sio  Lewis'  formal  Institute  for  Physical  Education 

*  .•    .•..'••••.  : 

**«.*^*»«  *  *     " .    " 


SAN    FRANCISCO 

PAYOT,  UPHAM  &  COMPANY,  PUBLISHERS 
622  Washington  St 

1874 


Entered  according  to  Act  of  Congress,  in  the  year  1874,  by 

CHARLES  ^.  iJgBiNsox, 
In  the  Office  of  the  Librarian  o*f  Ctfngrgss,  jit  Washington,  D.  C. 


of  the  Librarian  o*f  CtyigrVss,  ^t  "V\ 
•'.'**   **«"'*'  *.'  *"    '  • 


.  r 

****        39298 


PEEFATOEY   NOTE. 


This  little  volume  has  been  prepared  in  response  to  a  wish  expressed 
from  time  to  time  by  teachers  and  others  formerly  under  my  instruction, 
and  is  designed  more  especially  to  promote  the  cause  of  physical  cul- 
ture— the  basis  of  all  true  education — on  the  Pacific  Coast.  That  it 
may,  in  some  degree  at  least,  accomplish  the  object  intended,  is  the 
writer's  earnest  hope. 

C.  J.  K. 

OAKLAND,  CAL.,  Hay  1st,  1874. 


2052800 


"Health  is  the  soul  that  animates  all  enjoyments  of  life!' —  SIR 
W.  TEMPLE. 

"A  sound  mind  in  a  sound  body,  if  the  former  be  the  glory  of  the 
latter,  /he  latter  is  indispensable  to  the  former" — EDWARDS 

"The  first  wealth  is  health.  Sickness  is  poor  spirited  and  cannot 
serve  any  one;  it  must  husband  its  resources  to  live." — EMERSON'. 

"Health  is  certainly  more  valuable  than  money,  because  it  is  by 
health  that  money  is  obtained." — JOHNSON. 

"Health  is  the  greatest  of  all  possessions,  and  it  is  a  maxim  with 
me  that  a  hale  cobbler  is  a  better  man  than  a  sick  king." — BICKKR- 
STAEF. 

"  The  poorest  man  would  not  part  with  health  for  money,  but  the 
richest  ivould  gladly  part  with  all  his  money  for  health." — COLTON. 


I.    PHYSICAL  TRAINING  IN  SCHOOLS. 


The  Need  of  the  Age.  Duty  of  Teachers.  Practical 
Difficulties.  Objects  to  be  kept  in  View.  Timely  Hints 
and  Suggestions  by  Prominent  Educators. 


It  requires  no  argument  to  prove  that  there  exists 
throughout  our  land  a  great  and  growing  need  for  a 
more  general  observance  of  the  laws  of  health,  and  for 
more  efficient  physical  training  in  our  schools  and  in- 
stitutions of  learning,  than  now  prevail.  The  physical 
degeneracy  of  the  American  people  has  been  alarm- 
ingly apparent  for  years  past;  while  the  constant  waste 
of  life  which  results  from  premature  death,  especially 
in  .our  large  cities,  is  something  appalling  to  contem- 
plate.* AVe  acknowledge  and  deplore  their  existence, 
but  have  failed  to  put  in  force  the  means  at  our  com- 
mand for  arresting  and  effectively  remedying  these 


*  According  to  the  Official  Report  of  the  Ninth  Census,  110,445  children 
under  one  year  old  died  in  the  United  State*  in  1870,  being  ten  per  cent,  of 
the  total  number  of  births  in  that  year;  and  229,542  died  under  ten  years 
old,  or  nearly  twenty-one  per  cent,  of  the  number  of  births.  Nearly  one- 
half  of  the  whole  number  of  deaths  which  occur  are  of  children  under  ten. 


6  PHYSICAL    TRAINING. 

overshadowing  evils.  It  is  evident  that  our  systems  of 
education,  with  all  their  excellences,  are  sadly  deficient 
and  faulty  with  respect  to  physical  culture  and  hygienic 
instruction.  Notwithstanding  the  plain  teachings  of 
both  reason  and  experience  concerning  the  direful  con- 
sequences of  disregarding  Nature's  sanitary  laws,  the 
youth  of  our  land  are  permitted  to  pass  through  their 
school  years,  and  ultimately  go  forth  into  the  world  to 
assume  the  duties  and  responsibilities  of  life,  with  no 
adequate  conception  of  the  structure  and  functions  of 
their  own  wonderful  organizations,  and  practically  ig- 
norant of  the  physiological  laws  which  a  wise  Creator 
has  ordained  for  their  welfare  and  happiness,  the  evil 
effects  being  visited,  in  turn,  upon  the  generations 
which  come  after  them.  That  this  is  so  is  not,  pri- 
marily, the  fault  of  the  teachers  of  schools,  but  rather 
of  the  people  at  large.  Yet  teachers  can  do  much  to- 
ward supplying  the  lamentable  deficiency  which  exists. 
By  bringing  the  subject  practically  before  their  classes 
as  opportunity  offers,  by  urging  upon  school  officers 
the  importance  of  making  physical  training  and  educa- 
tion prominent  in  the  courses  of  instruction  adopted, 
and  by  exerting  their  influence  to  create  and  foster  a 
correct  public  sentiment  on  the  subject,  teachers  can 
assist  greatly  in  securing  proper  attention  to  this  neg- 
lected branch  of  instruction  in  our  schools  and  edu- 
cational institutions. 

The  hygienic  effects  of  what  we  eat  and  drink;  of  the 
manner  in  which  we  dress;  of  the  "fashions"  we  adopt; 


PHYSICAL    TRAINING.  7 

of  the  stimulants,  narcotics,  drugs,  and  cosmetics  we 
use;  of  ventilation,  bathing,  the  carriage  of  the  body, 
exercise,  rest,  etc.,  are  questions  of  vital  importance  to 
every  individual,  whether  young  or  old;  and  especially 
to  the  young,  while  forming  habits  which  will  last 
them  through  life.  Hence  we  must  look  to  our  schools 
as  the  proper  channels  through  which  physiological 
and  hygienic  instruction  is  to  be  supplied,  and  as  the 
principal  means  for  disseminating  among  the  people 
the  knowledge  so  generally  needed. 

Prof.  Lewis  B.  Monroe,  of  Boston,  one  of  the  fore- 
most educators  of  our  day,  and  a  thorough  master  of 
the  art  of  physical  development,  as  the  writer  can  testify 
from  personal  knowledge,  in  the  opening  chapter  of  his 
excellent  "Manual  of  Physical  and  Yocal  Training,"* 
speaks  as  follows  concerning  physical  culture  in 
schools : 


"  The  teacher  who  neglects  all  considerations  of 
health  in  the  training  of  his  pupils,  while  forcing  them 
to  the  utmost  mental  acquirements,  is  justly  considered 
an  enemy  rather  than  a  friend  of  those  committed  to 
his  charge.  The  Creator's  laws  are  so  perfectly  balanc- 

*The  extracts  from  this  volume  are  made  with  the  permission  of  the 
author. 

For  several  years  Prof.  Monroe  held  the  position  of  Superintendent  of 
Vocal  and  Physical  Culture  in  the  Public  Schools  of  Boston,  and  is  now  at 
the  head  of  the  School  of  Oratory  of  the  Boston  University. 


8  PHYSICAL    TRAINING, 

eel,  that  the  highest  good  of  the  soul  is  intimately  con- 
nected with  the  highest  good  of  the  body.  Yet  there 
are  many,  even  among  ns,  who  seem  not  to  admit  that 
mind  and  body  are  mutually  dependent;  that  we  can- 
not secure  the  best  development  of  the  one  at  the  ex- 
pense of  the  other.  It  is  lamentable  to  see  the  evils 
that  have  insidiously  crept  upon  us  as  a  result  of  this 
error — evils  which  we  will  not  here  particularize,  but 
which  are  only  too  obvious. 

"The  ancient  Greeks  paid  the  same  attention  to 
physical  as  to  mental  training.  Their  gymnasia  were 
schools  for  the  body  and  mind;  and  the  office  of  Gym- 
nasiarch  was  one  of  honor  and  repute.  The  monuments 
in  art,  science,  and  language  which  have  come  down  to 
us  more  than  confirm  the  wisdom  of  their  educational 
methods.  Is  it  not  a  strange  inconsistency  on  our  part, 
that,  while  we  pay  such  tributes  to  their  excellence,  we 
ignore  the  means  by  which  that  excellence  was  attained? 
We  praise 'and  copy  their  statuary,  but  seem  to  forget 
that  the  models  for  these  classical  figures  were  furnished 
by  their  system  of  physical  training.  It  is  true  that 
in  our  time  the  requirements  for  physical  strength  and 
endurance  are  not  the  same  as  of  old.  But  a  sound 
mind  in  a  sound  body  must  be  as  important  now  as  it 
ever  was;  while  the  danger  of  neglecting  to  keep  up 
the  proper  balance,  with  our  labor-saving  machines,  our 
changed  modes  of  locomotion,  of  Avarfare,  and  of  every- 
thing requiring  manual  dexterity  and  bodily  strength, 
is  greater  than  ever. 


PHYSICAL    TRAINING.  9 

"  It  devolves  upon  teachers  more  than  upon  others 
to  see  that  the  impetus  recently  given  to  this  subject 
be  not  lost.  They  •  should  seek  to  render  the  interest 
already  felt  stronger,  more  general,  and  more  intelli- 
gent Let  them  make  the  most  of  their  opportunities 
for  information  upon  the  subject;  and  although  the 
amount  of  instruction  afforded  in  our  institutions  of 
learning  and  in  literature  *  be  at  present  most  insuffi- 
cient, it  will  not  long  remain  so.  An  increased  demand 
will  bring  an  increased  supply.  Meantime  something 
should  be  done,  and  that  something  should  lead  to 
practical  results." 

The  more  immediate  difficulties  in  the  way  of  intro- 
ducing this  branch  of  instruction  into  our  schools  at 
the  present  time  are : 

1st.  A  chronic  state  of  mental  ovenvork  in  the  school- 
room from  attempting  to  do  too  much  in  the  time  given; 
a  condition  of  things  which  subjects  both  pupils  and 
teachers  to  the  imminent  risk  of  losing  health  and  even 
life  itself;  and 

2d.  A  lack  of  practical  knowledge  among  teachers 
as  to  just  what  to  teach  and  how  to  teach  it,  arising 
from  the  general  apathy  and  neglect  which  have  pre- 


*  Newton  &  Co.,  No.  19  Brattle  Street,  Boston,  have  recently  published  an 
excellent  little  volume  for  young  pupils  entitled  "  Lessons  for  Children  about 
Themselves.  Part  I,  The  Body."— C.  J.  B. 


10  PHYSICAL    TRAINING, 

vailed  with  regard  to  physical  and  hygienic  culture. 
The  only  method  of  effectually  overcoming  the  first 
of  these  obstacles  is  the  awakening  of  a  decided  pop- 
ular sentiment  against  the  mental  overtasking,  and 
consequent  nervous  and  physical  exhaustion  of  teachers 
and  pupils,  the  inevitable  tendency  of  which  is  to 
produce  disease,  deformity,  and  not  unfrequeutly  un- 
timely death;  and  in  favor  of  thorough  and  practical 
instruction  in  the  principles  and  laws  of  physical  de- 
velopment, symmetry,  and  health.*  This  sentiment 
aroused,  the  second  difficulty  named,  the  lack  of  ade- 
quate preparation  on  the  part  of  teachers,  would  be 
speedily  overcome;  and  all  other  obstacles  which  might 
impede  the  progress  of  this  much  needed  reform  would 
disappear. 

Prof.  Monroe  points  out  the  following  as  definite  ob- 
jects to  be  kept  in  view  by  the  teacher  of  physical 
culture: 

"  1st.  Symmetry  of  Form.  Teacher  and  pupil  should 
have  in  the  mind  a  true  ideal  of  a  perfect  human  form; 
and  they  should  seek  to  bring  their  own  forms  as  nearly 
to  this  ideal  as  possible. 

"The  commonest  faults  in  the  forms  of  the  present 
generation  are:  1.  One-sidedness — an  unequal  de- 
velopment of  the  two  sides  of  the  body.  2.  Hollow 
chest,  which  involves  a  pitching  forward  of  the  shoul- 

#If  the  "grade"  is  too  high  let  it  be  lowered,  and  a  course  of  study 
adopted  which  the  average  scholar  can  master  in  the  given  time. 


PHYSICAL    TRAINING.  11 

ders,  projection  of  the  shoulder-blades,  crooking  of  the 
collarbone,  and  drooping  of  the  head.  3,  Slender 
waist,  especially  in  women. 

"2d.    Proper  Position  and  Carriage  of  the  Body. 

Under  this  head  we  include  the  habits  of  the  pupil  in 
reference  to  sitting,  standing,  walking,  and  the  move- 
ments of  the  body  and  limbs  generally.  Ease,  dignity, 
and  grace  of  carriage  should  be  cultivated. 

"3d.  Right  Habits  of  Breathing1.  Good  air  is  one 
of  the  first  essentials  in  physical  and  vocal  exertion. 
No  one  can  keep  the  body  and  mind  vigorous  for  any 
great  length  of  time  in  impure  air;  and  the  most  im- 
pure air  is  that  which  is  filled  with  emanations  from  the 
human  system. 

"  The  lungs  should  be  trained  to  free,  full,  and  vigor- 
ous action.  They  are,  so  to  speak,  the  very  springs  of 
vitality.  The  more  immediate  importance  of  the  lungs 
in  the  animal  economy  will  be  brought  to  mind  when 
we  recollect  that  a  person  may  live  for  days  without 
food,  but  to  deprive  him  of  air,  even  fora  few  moments, 
is  to  deprive  him  of  life  itself. 

"One  of  the  commonest  faults  in  the  use  of  the 
lungs  is  the  habit  of  breathing  as  it  were  from  their 
surface,  not  bringing  sufficiently  into  play  the  costal 
and  abdominal  muscles.  By  watching  the  domestic 
animals — a  horse  or  cow  for  instance — we  may  learn  a 
lesson  in  breathing.  We  perceive  that  there  is  very 
little  motion  near  the  fore  extremities,  but  the  breath 


12  PHYSICAL    TRAINING. 

is  impelled  from  the  flanks.  So  should  we  have  the 
main  action  at  the  waist  and  below  the  waist.  Any 
form  of  dress  or  belt,  therefore,  which  constrains  the 
base  of  the  lungs  and  presses  upon  the  stomach  and 
intestines,  must  do  serious  harm.* 

"4-th.  Good  Toice.  Intimately  connected  with  the 
function  of  breathing  is  that  of  vocalization;  and  it  is 
perhaps  because  the  culture  of  the  voice  involves  the 
training  of  the  lungs,  that  vocal  exercises  are  so  gener- 
ally acknowledged  as  contributing  to  health 

The  production  of  voice  is  a  muscular  operation.  It 
calls  into  action  many  organs  directly  related  to  the 
vital  economy;  and,  consequently,  every  step  taken  to- 
ward permanently  improving  the  voice,  is  so  much 
done  toward  building  up  the  health  and  vitality  of  the 
general  system.  "When  teachers  feel  that  they  are  im- 
proving the  reading  and  singing  of  their  pupils  while 
they  give  them  healthful  exercises,  they  will  not  be  so 
likely  to  consider  physical  exercises  a  repulsive  drudg- 
ery, or  the  practice  of  them  as  so  much  lost  time. 

'•  The  faults  in  voice  are  too  numerous  to  be  specified 
here.  The  one  most  pievalent  in  schools  is  the  hard, 
unnatural,  half-screaming  tone  in  which  both  teachers 
and  scholars  carry  on  their  recitations.  The  natural, 
easy,  musical  quality  of  voice  which  marks  refined 
society  should  be  cultivated  in  the  schoolroom  from 

*  \Ve  will  bear  witness  to  the  great  excellence  both  vocally  and  physiologi- 
cally, of  the  method  of  breathing  here  indicated. — C.  J.  15. 


PHYSICAL    TRAINING.  13 

the  beginning.  Imagine  a  polite  person  asking  a  visi- 
tor to  take  a  chair  in  the  tone  used  by  scholars  in  re- 
citing their  arithmetical  lesson!  Yet  the  forced  and 
stilted  tone  is  as  fitting  in  the  one  case  as  in  the  other. 
It  is  true,  scholars  must  often  speak  loudly  in  the 
school-room,  but  the  tone  may  be  loud  and  pleasant  at 
the  same  time. 

"5th.  Health.  This  is,  humanly  speaking,  the  pearl 
of  great  price,  beside  which  no  other  earthly  blessing 
can  be  placed,  and  without  which  everything  else  loses 
its  charm.  Nowhere  in  our  educational  system  is  there 
so  great  a  defect  as  the  failure  to  secure  attention  to 

hygienic  laws.' Nervous  diseases  and 

frail  constitutions  are  becoming  every  day  more 
abundant;  and  they  will  continue  to  increase,  till  an 
intelligent  hygiene  shall  furnish  the  true  preventive. 
Proper  habits  of  dress,  diet,  .sleep,  cleanliness  and  ex- 
ercise are  of  infinitely  more  importance  to  a  child  than 
the  geography  of  Siberia  or  the  history  of  the  Dark 
Ages.  Yet  the  latter  absorb  a  large  share  of  time  in 
schools  where  not  a  word  is  said  of  the  former.  May 
it  not  be  asked  with  solemn  emphasis:  What  shall  it 
profit  a  child  to  gain  a  whole  world  of  book-knowledge, 
if,  in  gaining  it,  he  forfeits  the  chief  condition  of 
earthly  welfare — bodily  health  ?  " 

We  feel  persuaded  that  the  foregoing  suggestions 
will  be  regarded  by  experienced  teachers  and  thought- 


14  PHYSICAL    TRAINING. 

ful  parents  as  of  great  value,  and  worthy  of  universal 
adoption. 

Among  the  representative  teachers  of  the  Pacific 
Coast  similar  sentiments  prevail  on  this  subject,  F. 
M.  Campbell,  Esq.,  Superintendent  of  Public  Schools 
at  Oakland,  California,  in  his  Annual  Report  for  1873, 
makes  use  of  the  following  language  regarding  system- 
atic physical  exercise  in  our  schools: 

"  I  am  sure  that  in  very  few  of  our  schools  does  the 
subject  of  Physical  Exercise  receive  sufficient  attention. 
Light  gymnastics,  or  calisthenics,  should  form  a  part 
of  every  day's  business.  But  few  minutes  need  be  de- 
voted to  it  continuously — five  minutes,  and,  if  the 
movements  are  executed  with  vigor,  even  three  minutes, 
will  be  found  sufficient  at  any  one  time.  The  windows 
should  all  be  thrown  open  when  the  exercises  begin, 
and  closed  as  soon  as  they  are  finished.  The  quickened 
circulation,  as  indicated  by  the  glow  upon  their  cheeks, 
the  deeper  and  fuller  respiration,  and  the  rest  to  their 
tired  muscles  and  overstrained  nerves,  which  results 
from  the  two  or  three  minutes  thus  occupied,  is  of  in- 
calculable benefit  to  the  health,  spirits,  and  mental 
activities  of  the  pupils.  It  is  no  easy  task  for  us  adults, 
even  occasionally,  say  once  or  twice  a  week,  to  sit 
quietly  and  almost  motionless  for  any  considerable 
length  of  time,  even  upon  the  comfortably  upholstered 
seats  of  a  church  or  lecture  hall;  bow  much  more  diffi- 
cult, then,  must  it  be  for  boys  and  girls  to  do  so  every 


PHYSICAL    TRAINING.  15 

day  upon  the  hard  seats  of  the  school-room,  and  with 
a  high-pressure  engine  inside  of  each  of  them !  As  an 
aid  to  school  government  in  affording  relief  from  the 
weariness  of  long  sitting  and  the  consequent  restless- 
ness of  the  children,  calisthenics  are  of  great  value. 
In  this  respect  the  exercise  ranks  with  vocal  music, 
and  should  frequently  be  practiced  in  alternation  with 
singing  or  other  vocal  gymnastics.  Each  will  be  found 
to  add  interest,  and  give  zest  to  the  other. 

The  exercises  and  movements  should  always  be  care- 
fully selected,  with  some  definite  aim  in  view,  such  as 
will  tend  to  correct  improper  positions  of  the  body, 
awkwardness,  etc.  Some  of  the  evil  effects  of  bad 
habits  in  sitting,  standing,  and  walking,  and  with  girls 
in  dressing,  are,  drooping  of  the  head  and  shoulders; 
curvature  of  the  spine;  one-sidedness,  (one  shoulder 
higher  than  the  other);  hollow-chestedness;  compression 
of  the  lungs,  and  consequently,  imperfect  respiration 
and  bad  voice;  turning  in  of  the  toes;  dragging  of  the 
feet,  etc.,  etc.  Against  all  of  these  it  should  be 
the  constant  thought  and  practice  of  teachers  to 
warn  and  guard  their  pupils.  No  amount  of  intel- 
lectual development  in  our  children  can  compensate 
for  injury  done  to  their  bodies.  Any  system  of  edu- 
cation, or  any  teacher,  that  sacrifices  the  one  to  the 
other,  either  through  ignorance  or  neglect,  is  unworthy 
of  the  name.  We  must  and  do  admit  that  physical 
exercise  in  the  school-room  is  essential  to  the  best  con- 
dition of  the  pupils'  bodies,  and  consequently  of  their 


16  PHYSICAL    TRAINING. 

minds.  How,  then,  can  it  be  neglected  without  the 
commission  of  almost  a  crime?  Some  one  has  likened 
the  educating  of  a  child's  mind,  to  the  utter  neglect  of 
his  physical  training  and  development,  to  the  blind- 
ness and  superstition  of  the  Hindoo  mother,  who,  to 
secure  in  the  future  some  fancied  spiritual  good  to  the 
child  she  loves,  casts  its  body,  a  willing  sacrifice,  into 
the  waters  of  the  sacred  Ganges.  I  am  sure  that,  as 
parents,  teachers,  or  school  officers,  we  do  not  wish  to 
emulate  the  benighted  Hindoo  woman." 


II.    CALISTHENICS.* 


Why  and  How  they  are  of  Use.  Arrangement  of  the  Class. 
Breathing  Exercises.  General  and  Special  Exercises. 
Position  and  Carriage  of  the  Body. 


With  the  hope  of  assisting  in  the  promotion  of  th® 
important  objects  above  set  forth,  and  of  bodily  health 
and  development  in  general,  we  have  prepared  the  an- 
nexed description  of  a  series  of  Oalisthenic,  or  "Free 
Gymnastic,"  Exercises,  selected  and  original.  We 
believe  that  they  will  be  found  of  value  for  the  follow- 
ing reasons : 

1st.  Calisthenics  supply  a  ready  means  of  orderly, 
exhilarating,  and  attractive  exercise  and  recreation. 
They  affect  beneficially  the  entire  system. 

2d.  They  are  adapted  to  both  sexes,  f  to  all  ages, 
and  to  any  number  of  pupils  or  persons. 

*  From  the  Greek  words  kalos,  beautiful,  and  sthenos.  strength. 

t  In  a  circular  issued  by  the  Berlin  Medical  Society,  it  is  stated  as  the 
deliberate  conviction  of  its  members,  that  systematic  instruction  in  gymnas- 
tics for  the  young  of  all  classes  of  society  is  desirable;  "  even  more  so  for  girls 
than  for  boys,  since  the  physical  condition  of  the  female  is  calculated  to 
affect  in  the  highest  degree  the  constitution  of  future  generations." 


18  CALISTHENICS. 

3d.  They  form  a  most  attractive  feature  when  intro- 
duced on  public  occasions,  as  in  exhibitions,  festivals, 
and  social  reunions. 

4th.  The  exercises  here  given  are  arranged  with 
reference  to  practice  by  classes  in  schools,  the  lyceum, 
and  the  gymnasium,  or  by  groups  in  the  home  circle. 

5th.  They  are  equally  available  to  persons  engaged 
in  sedentary  occupations,  to  invalids  and  others,  for 
individual  practice. 

6th.  The  design  in  their  selection  and  arrangement 
has  been  to  promote  symmetrical  physical  development, 
to  secure  activity  with  strength,  and  to  avoid  meaning- 
less and  awkward  movements. 

7th.     They  require  no  apparatus  or  special  costume. 

8th.  They  may  be  practiced  as  well  without  music 
as  with  it,  although  in  classes  music  is  of  course  a  great 
attraction. 

9th.     They  are  thus  at  all  times  available. 

10th.  Finally,  the  exercises,  and  the  method  of 
practice  prescribed,  have  satisfactorily  stood  the  test 
of  actual  trial. 

No  difficulty  will  be  found,  we  apprehend,  in  under- 
standing and  executing  correctly  the  movements,  pro- 
vided the  directions  given  are  attentively  followed. 
Careful  practice  will  soon  give  proficiency. 

In  entering  upon  the  exercises,  let  it  be  borne  in 
mind  as  one  of  the  cardinal  principles  of  all  calisthenic 
and  gymnastic  training,  that  "  the  thorough,  systematic, 
and  persevering  practice  of  a  few  properly  chosen  and 


ARRANGEMENT  OF  THE  CLASS.  19 

wisely  directed  movements,  is  more  beneficial  than  a  random 
and  irregular  practice  of  a  large  number  of  vague  exer- 
cises," 


Positions,    Arrangement  of  the  Class, 

1.  Instruct  the  class  in  taking  the  correct  Sitting 
and  Standing  Positions,  directions  for  which  will  be 
found  at  the  end  of  the  exercises.     Then  at  the  com- 
mand "Position!"  by  the  teacher,  the  class,  if  seated, 
will  take  the  proper  Sitting  Position;  or,  if  standing, 
the  correct  Standing  Position. 

2.  Before  commencing  exercise  from  the  Standing 
Position,  the  class  should  be  arranged  upon  the  floor 
in  straight  lines  extending  from  the  front  to  the  rear  of 
the  room  or  exercising  hall;  if  a  school-room,  in  the 
aisles  between  the  desks.     They  should  stand  in  regular 
gradation  as  to  height,  the  smallest  being  in  front,  and 
at  a  full  arm's  length  from  each  other.     Each  scholar 
should  know  his  or  her  place  on  the  floor,  and  at  the 
proper  signal  pass  to  it  quickly  and  without  causing 
confusion. 

The  signals  appropriate  for  the  school-room  are  the 
first  four  numerals,  spoken  by  the  teacher,  or  four 
strokes  of  a  bell,  thus : 


20  CALISTHENICS. 

"One;  "  take  the  Sitting  Position. 

* '  Two;  "  turn  toward  the  aisle. 

"Three;"  stand. 

"Four;"  pass  to  places,  face  to  the  front,  and  stand 
in  position. 

Require  these  movements  to  be  executed  with  uni- 
form promptness  and  precision. 

Two  signals  will  be  sufficient  to  seat  the  class,  thus : 

"One;"  pass  to  the  seat  and  stand  beside  it. 

"Two;"  be  seated. 


Breathing  Exercises, 

[STANDING  OR  SITTING  POSITION.] 

1.  Fill  the  lungs  slowly  with  pure  air — expanding 
and  enlarging  them  at  the  base — inhaling  through  the 
nostrils.  Occupy  from  five  to  eight  seconds.  Exhale 
in  a  corresponding  manner.  Repeat,  The  teacher  may 
time  the  breathing  by  raising  the  hand  slowly  while 
inhaling,  and  lowering  it  while  exhaling. 

Cultivate  the  habit  of  drawing  in  and  expelling  the 
breath  by  the  action  of  the  diaphragm  and  muscles  of 
the  waist,  taking  care  not  to  raise  the  shoulders. 

If  these  exercises  are  accompanied  by  the  piano,  in- 
hale during  one  strain  or  change  of  the  music,  and  ex- 


BREATHING  EXERCISES.  21 

hale  during  the  next.  A  "jig"  will  be  preferable  by 
reason  of  its  light,  brisk  movement,  particularly  in 
No.  3. 

2.  Fill  the  lungs  in  the  same  manner  as  before. 
While  inhaling  raise  the  arms,  extended,  and  touch  the 
fingers  together  over  the  head.     Pause  for  a  moment 
and  breathe  out  slowly  as  the  arms  are  returned  to  the 
sides.     Repeat. 

3.  Inhale  and  raise  the  arms  as  in  No.  2.     Hold 
the  breath,  carry  the  hands  to  the  upper  portion  of  the 
chest,  and  pat  briskly  but  lightly  with  the  open  hands, 
being  careful  to  keep  the  lungs  filled  during  the  per- 
cussion.    Hold  the  breath  for  a  few  seconds  only  at  a 
time.     Repeat,  patting  at  the  waist. 

4.  Breathe  in,  raising  the  arms  as  before.     Keep 
the  arms  extended  and  rigid,  and  carry  them  slowly  to 
the   sides,  forcing   them    as   far   back   as   possible   in 
descending.     Hold  the  breath  until  the  hands  reach 
the  sides.     Repeat. 

At  the  option  of  the  teacher  other  breathing  exer- 
cises may  be  introduced,  as  for  example : 

Fill  the  lungs  through  the  nose  and  exhale  through 
the  mouth,  and  the  reverse. 

Breathe  as  rapidly  as  possible  through  the  nose,  lips 
closed. 

Breathe  through  the  mouth  as  rapidly  as  possible, 
like  panting;  etc.,  etc. 

Whispered  reading,  and  the  different  methods  of 
elementary  practice  in  vocalization,  and  also  special 


22  CALISTHENICS. 

exercises  for  the  throat,  as  the  stroke  of  the  glottis, 
(coup  de  glotte),  contraction  of  the  uvula,  depression  of 
the  larynx,  etc.,  will  be  found  appropriate  in  connection 
with  the  foregoing. 


c 
General  Exercises, 

[STANDING  POSITION.] 


[These  exercises  are  to  be  accompanied  by  silent 
counting,  or,  after  the  class  is  well  drilled,  by  piano 
music,  (if  such  is  available),  in  quadruple  time.  Eight 
counts  constitute  a  full  "measure,"  each  movement  re- 
quiring one  count  or  beat.  Mark  the  time  very  dis- 
tinctly. Let  all  the  movements  be  prompt,  vigorous, 
and  in  exact  concert,  but  do  not  hurry.  Aim  to  get  the 
full  benefit  of  the  exercise.  Train  one  of  the  scholars 
to  act  as  "leader,"  standing  on  the  platform  in  front  of 
the  class,  and  reversing  the  motions;  that  is,  using  the 
left  hand  where  the  class  use  the  right,  etc.  This  may 
be  made  a  reward  for  proficiency. 

Do  not  pause  or  lose  time  in  passing  from  one  exer- 
cise to  another,  or  from  one  motion  to  another  of  the 
same  exercise.  On  the  last  count  of  one  exercise  take  the 
position  required  for  the  following  one.  It  is  better  in 
practice  not  to  call  "change"  in  passing  from  one  to 


GENERAL  EXERCISES.  23 

another,  thus  requiring  the  class  to  pay  attention  more 
closely  to  the  changes  of  the  leader,  and  securing 
greater  unity  of  movement. 

Begin  with  Sections  1,  2,  3,  or  4,  at  pleasure,  but 
continue  from  the  place  of  beginning  in  the  order  given. 
Take  up  one  section  and  drill  upon  it  until  the  move- 
ments are  perfectly  rendered,  then  pass  to  another  one, 
and  so  on.  Do  not  practice  too  long  at  one  time. 

These  exercises  should  always  be  preceded  and 
followed  by  one  or  more  of  the  Breathing  Exer- 
cises. It  is  indispensably  necessary  also  that  the 
clothing  should  be  worn  loosely  at  the  waist  in  order 
to  receive  the  full  benefits  of  exercising,  as  otherwise 
freedom  of  movement  for  the  arms  and  body  cannot 
be  secured.] 

SECTION  I. 

No.  1.     Standing  Position,  body  and  head  erect. 

Close  the  hands  firmly  and  place  them  on  the  upper 
portion  of  the  chest,  bringing  them  well  back  toward 
the  arm-pits,  back  of  the  hand  outward,  elbows  near 
the  body. 

(This  is  also  the  commencing  position  of  exercises 
number  2,  3,  and  4,  following). 

Retaining  the  left  hand  at  the  chest,  carry  the  right 
hand  down  along  the  side  until  the  arm  is  straight, 
counting  "one,"  (silent  counting).  At  "two"  bring 
the  hand  back  to  the  chest.  Repeat,  counting  "three' 


24  CALISTHENICS. 

on  going  down  and  "four"  on  returning.  Do  not  bend 
the  body. 

Without  pausing,  execute  the  same  number  of  move- 
ments in  the  same  manner  with  the  left  hand,  the  right 
remaining  at  the  chest,  counting  from  five  to  eight. 
Then  make  them  alternately  (right  hand,  then  left) — 
counting  from  one  to  four,  and  simultaneously,  (both 
hands  together)  —counting  from  five  to  eight. 

Continuing,  execute  the  same  number  of  similar  move- 
ments horizontally  sidewise  instead  of  downward. 
Carry  the  hands  in  a  straight  horizontal  line,  taking 
care  not  to  swing  them.  In  carrying  them  out,  turn 
the  palms  upward. 

The  same  vertically  up,  palms  forward. 

The  same  horizontally  in  front,  palms  upward. 

The  hands  remain  closed  throughout  the  exercise. 
In  each  of  the  four  directions  the  order  is  "right 
hand,"  "left  hand,"  "alternately,"  "simultaneously." 
Count  from  one  to  eight  in  all  cases. 

At  the  option  of  the  teacher,  each  of  the  above 
changes  may  be  repeated  eight  counts  instead  of  four. 
This  is  applicable  to  several  exercises  of  the  series. 

No.  2.  The  hands  at  the  close  of  No.  1  being  at  the 
chest,  carry  them  both  down  once  and  return,  then 
sidewise  and  return,  then  up  and  return,  then  forward 
and  return,  observing  strictly  the  directions  given  in 
No.  1,  above. 

Repeat  the  exercise. 

No.  3.     Both  hands  down  at  "one,"  palms  forward. 


GENERAL  EXERCISES.  25 

At  "two,"  open  the  hands.  At  "three,"  close  them. 
At  "four,"  return  to  chest. 

Kepeat  the  same  horizontally  at  the  sides,  counting 
from  five  to  eight,  palms  forward. 

The  same  upward,  and  in  front,  palms  as  in  No.  1  of 
this  Section. 

Kepeat  the  exercise. 

No.  4.  Eight  hand  down  from  the  chest  and  return, 
then  up  and  return.  Repeat  this  eight  counts. 

Left  hand  the  same. 

The  same  alternately;  that  is,  carry  the  right  hand 
down  and  the  left  up  at  the  same  time,  and  the  re- 
verse. 

Simultaneously  the  same;  each  eight  counts.  Then 
carry  the  right  hand  from  the  chest  horizontally  to  the 
right  and  return,  then  horizontally  to  the  left  (turning 
the  shoulders  in  that  direction  as  far  as  possible  with- 
out inclining  the  body  or  changing  the  position  of  the 
feet)  and  return,  eight  counts. 

Left  hand  the  same — first  to  the  left. 

Both  hands  to  the  right  and  return  to  chest,  eight 
counts,  keeping  the  shoulders  turned  toward  the  right. 

The  same  to  the  left,  eight  counts. 

On  the  last  count  place  the  arms  by  the  sides,  hands 
closed,  palms  forward. 

No.  5.  In  the  position  above  indicated,  open  and 
close  the  hands  four  times,  or  eight  counts.  Repeat 
this  with  the  arms  extended  horizontally  at  the  sides, 
vertically  upward,  and  horizontally  forward,  succes- 


26  CALISTHENICS. 

sively,  palms  as  in  No.  1.  Extend  the  fingers  on  open- 
ing the  hands.  Keep  the  arms  straight. 

In  closing  the  hands  on  the  last  count- — the  arms  be- 
ing extended  horizontally  in  front — turn  the  palms 
toward  each  other. 

No.  6.  From  this  position,  swing  both  arms  horizon- 
tally back  as  far  as  possible  and  return,  four  times,  or 
eight  counts,  and  repeat.  Keep  the  arms  straight  and 
as  nearly  on  a  level  as  practicable.  Do  not  strike  the 
hands  together  in  front. 

The  body  will  sway  forward  and  backward  slightly 
with  the  movements  of  the  arms,  but  do  not  bend  the 
back  or  the  hips. 

On  the  last  count  place  the  arms  by  the  sides. 

"Rest!  "  At  this  command  the  class  may  stand  at 
ease  until  again  called  to  position  by  the  teacher. 

SECTION  II. 

No.  1.  Place  the  open  hands  firmly  upon  the  sides 
immediately  over  the  hips,  fingers  turned  toward  the 
back,  arms  resting  naturally;  draw  the  shoulders  back, 
and  raise  the  chest.  Keep  the  hands  in  this  position 
throughout  this  and  the  succeeding  exercise. 

Bend  the  body  toward  the  right  as  far  as  possible 
without  changing  the  position  of  the  feet.  With  the 
inclination,  bend  the  right  knee  slightly.  At  "two" 
return  to  the  erect  position.  Then  bend  to  the  left  in 
a  similar  manner,  and  return.  Continue  this  two 
measures;  that  is,  eight  counts  and  repeat. 


GENERAL   EXERCISES,  27 

Bend  the  body  in  the  same  manner  to  the  right,  then 
backward,  then  to  the  left,  then  forward,  and  the  re- 
verse. Eepeat.  Come  to  the  erect  position  only  on 
the  last  count. 

No.  2.  Holding  the  head  erect,  turn  it  horizontally 
to  the  right  as  far  as  possible  without  otherwise  mov- 
ing the  body,  and  return  to  position;  then  to  the  left 
in  the  same  manner,  and  return.  Continue  eight 
counts. 

Bend  the  head  to  the  right  and  return  to  erect  posi- 
tion, thin  to  the  left  and  return,  four  times,  or  eight 
counts. 

Bend  the  head  forward  and  backward  in  the  same 
manner. 

Bend  the  head  to  right — back — left — forward  and  re- 
verse, eight  counts. 

Make  these  motions  of  the  head  and  body  at  a  uni- 
form rate,  taking  care  to  avoid  an  angular  or  "jerking" 
manner.  This  rule  will  apply,  in  fact,  to  all  the  exer- 
cises. 

No.  3,  Hold  the  fore-arms  perpendicularly  in  front 
of  you,  about  eight  inches  apart,  and  parallel  to  each 
other,  hands  closed,  the  arms  from  the  elbows  to  the 
shoulders  being  horizontal. 

Keeping  the  arms  bent  and  as  nearly  as  possible  at 
this  level,  draw  them  simultaneously  back  to  the  sides, 
and  return,  eight  counts.  Expand  the  chest. 

Repeat,  clapping  the  hands  together  in  front  on  re- 
turning. 


28  CALISTHENICS. 

No.  4.  Place  the  hands  on  the  sides  as  in  No.  1  of 
this  Section,  and  bring  the  elbows  on  a  line  with  the 
front  of  the  body. 

Draw  the  elbows  back  as  far  as  possible,  and  return 
to  first  position.  Continue  eight  counts  and  repeat. 

Be  careful  not  to  bend  the  body  backward  in  this  and 
the  preceding  exercise. 

No.  5.  Close  the  hands  and  hold  them  in  front  of, 
and  ten  or  twelve  inches  from,  the  waist,  placing  them 
one  above  the  other  as  if  grasping  a  plumb  line  or 
rod,  the  right  hand  resting  on  the  left,  the  elbows 
touching  the  sides. 

Keeping  the  left  hand  as  placed,  at  "one,"  swing  the 
right  hand  down  and  backward  past  the  right  side,  and 
at  "two,"  bring  it  over  and  forward  Avith  a  circular 
motion  to  its  original  place  upon  the  left  hand,  the 
movement  being  that  of  striking  a  vigorous  blow  upon 
a  stationary  object.  Continue  four  strokes  or  eight 
counts.  Describe  as  large  a  circle  as  possible  without 
turning  the  body.  The  actual  stroke  should  be  light. 

Execute  the  same  movements  with  the  left  hand,  the 
right  receiving  the  blows. 

The  same  alternately,  eight  counts  and  repeat. 

No.  6.  Place  the  arms  by  the  sides,  hands  open, 
palms  outward. 

Keeping  the  arms  straight,  swing  them  up  sidewise 
and  clap  the  hands  together  over  the  head  four  times, 
or  eight  counts. 


GENERAL   EXERCISES.  29 

Repeat,  turning  the  palms  inward  on  descending  to 
the  sides. 
"Sat!" 

SECTION  in. 

No.   1.     Arms  by  the  sides,  palms  forward. 

Pass  the  thumb  of  the  right  hand  quickly  across  the 
fingers  of  the  same  hand,  commencing  with  the  little 
finger  and  touching  each  in  succession,  the  motion  be- 
ing the  familiar  one  of  "  snapping  the  fingers,"  except 
that  all  four  of  the  fingers  are  brought  equally  into 
action,  and  the  percussion  is  omitted.  Four  times, 
one  count  to  each. 

Left  hand,  alternately,  and  simultaneously,  the  same, 
each  four  counts. 

The  same  with  the  arms  extended  at  the  sides,  up- 
ward, and  in  front,  palms  as  in  No.  1,  Section  1. 

When  not  in  action,  the  hand  is  held  in  position, 
nearly  closed. 

No.  2.  Arms  by  the  sides,  hands  closed,  palms  for- 
ward. 

Turn  the  hands  half  round,  giving  a  twisting  motion 
to  the  arms,  and  back  to  first  position.  Do  not  bend 
the  elbows.  Continue  four  times  or  eight  counts. 

Repeat  at  the  sides,  up,  and  in  front. 

No.  3.  Rest  the  tips  of  the  fingers  on  the  shoulders 
near  the  neck. 

Extend  the  right  arm  to  a  horizontal  position  at  the 


30  CALISTHENICS. 

side,  hand  open,  and  return,  four  times  or  eight  counts. 
Left  hand,  alternately,  and  simultaneously,  the  same. 
In  "alternately"  both  hands  are  in  motion  at  the  same 
time,  one  from,  and  the  other  toward,  the  shoulder. 

No.  4.     Fingers  placed  as  before. 

Carry  the  right  hand  vertically  up  from  the  shoulder 
until  the  arm  is  straight.  Returning  at  "two,"  place 
the  fingers  at  the  armpit  instead  of  on  the  shoulder. 
At  "  three,"  carry  the  hand  down  and  place  the  arm 
by  the  side.  At  "four,"  return  to  original  position  on 
the  shoulder.  Repeat. 

Left  hand  the  same. 

Alternately  the  same.  In  this  movement  carry  the 
right  hand  up  and  the  left  hand  down  from  the  shoul- 
ders at  the  same  time,  and  on  the  return  bring  them  to 
the  shoulders  again;  then  left  hand  up  and  right  down, 
and  back  to  shoulders,  and  so  on. 

Simultaneously  the  same;  up  from  the  shoulders  and 
down  from  the  armpits.  Each  eight  counts. 

No.   5.     Arms  by  the  sides,  hands  closed. 

Swing  the  right  arm  up  in  front  and  over  the  shoul- 
der, and  return,  keeping  it  straight,  and  letting  it  pass 
back  as  far  as  possible  without  bending  the  body,  both 
on  the  upward  and  downward  stroke.  Feet  stationary. 
Continue  eight  counts. 

Left  arm  the  same. 

Alternately  and  simultaneously  the  same. 

In  the  alternate  movement^  carry  the  left  arm  up  at 


GENERAL   EXERCISES.  31 

the  same  time  that   the  right  descends,  and  vice  versa. 

No.  6.  Extend  the  arms  horizontally  at  the  sides, 
hands  open,  palms  upward. 

Swing  the  right  arm  up  to  a  vertical  position  over 
the  shoulder,  elbow  straight,  and  back  to  horizontal — 
the  left  arm  meanwhile  remaining  extended  at  side — 
four  times  or  eight  counts. 

Left  arm  the  same,  the  right  remaining  extended. 

Alternately  and  simultaneously  the  same,  each  eight 
counts,  clapping  the  hands  together  over  the  head  in 
"  simultaneously."  Do  not  let  the  arms  fall  below  the 
horizontal  line  during  the  exercise. 

"Beat!" 

SECTION  4.— FOOT  MOVEMENTS. 

[Exercises  calling  directly  into  action  the  feet  and 
lower  limbs  have  been  purposely  omitted  from  the  fore- 
going. When  the  location  of  the  school-room  or  ex- 
ercising hall  will  admit  of  their  introduction,  the 
following  will  be  found  appropriate]  : 

No.  1.  Hands  joined  behind  the  back,  arms  nearly 
straight  and  resting  easily,  shoulders  and  body  erect. 

Raise  the  body  gradually  as  high  as  possible  on  the 
toes,  and  return  to  the  floor  in  the  same  manner.  Con- 
tinue eight  counts  and  repeat. 

No.  2.     The  "radiating  steps." 

Extend  the  right  foot  laterally  to  the  right  as  far  as 


32  CALISTHENICS. 

possible  without  otherwise  changing  your  position, 
touch  the  toes  lightly  upon  the  floor,  and  return.  Do 
this  four  times  or  eight  counts. 

Left  foot  to  the  left  in  the  same  manner. 

Right  foot  forward  in  the  same  manner.  Left  the 
same . 

Right  foot  back,  bending  the  left  knee  slightly. 

Left  foot  back,  bending  right  knee. 

Right  foot  forward  and  back,  left  knee  straight. 
Left  foot  forward  and  back;  each  eight  counts.  Do 
not  slide  or  drag  the  feet  on  the  floor. 

No.  3.     The  "triple  charge." 

Step  diagonally  forward  with  the  right  foot  three 
times  consecutively,  increasing  the  distance  with  each 
repetition  of  the  step,  and  return  to  the  erect  position 
on  the  fourth  count.  Keep  the  left  knee  straight  and 
the  left  foot  firmly  in  place  on  the  floor. 

The  same  with  the  left  foot,  diagonally  forward  to 
the  left,  keeping  right  knee  straight  and  foot  stationary. 

The  same  with  the  right  foot  diagonally  backward. 

Diagonally  backward  with  the  left  foot.  Keep  the 
body  erect. 

No.  4.  Rest  the  hands  on  the  sides  as  in  No.  1, 
Section  2. 

Raising  the  left  foot  clear  of  the  floor,  spring  up- 
ward on  the  right  foot  four  times,  one  count  to  each — 
quick  time. 

Left,  alternately,  and  simultaneously,  the  same. 


SPECIAL  EXERCISES,  33 

Repeat  the  exercise,  continuing  "simultaneously" 
eight  additional  counts,  and  clapping  the  hands  over 
the  head  with  each. 

"Best!" 


D 

Special  Exercises, 

Any  of  the  exercises  described  in  the  preceding 
Sections  may  be  selected  for  special  or  competitive 
drill;  and  as  a  pleasing  variation,  the  teacher  may  also 
introduce  the  changes  given  below.  They  are  adapted 
to  either  the  Standing  or  Sitting  Position. 

"THE   MANUAL  OF  ARMS." 

[Let  the  movements  be  made  with  military  precision. 
Pause  slightly  between  the  words  of  command.  The 
first  word  is  preparatory  only — execute  on  the  last.  The 
order  in  which  they  are  given  may  be  varied  at  will.] 

Fold — arms!     Arms  folded  at  the  waist. 

Extend — arms!  Arms  extended  horizontally  at  sides, 
palms  upward. 

Rest — arms!  Hands  on  the  hips,  fingers  toward  the 
back. 

Support  —  arms!     Fingers  clasped  behind  the  head.    • 

Advance — arms!  Arms  extended  horizontally  in 
front,  palms  upward. 


34  CALISTHENICS. 

Reverse — arms!     Fold  arms  behind  the  back . 
Raise — arms!     Arms  vertical,  palms  forward. 
Carry — arms!     Hands  joined  behind  the  back. 
Secure — arms!     Hands  joined  in  front  of  waist,  el- 
bows touching  the  sides. 

Arms — -free!     Arms  by  the  sides. 

For  amusement,  and  to  secure  attention,  the  teacher 
may  occasionally  execute  some  other  movements  than 
those  which  he  commands  the  class  to  perform,  caution- 
ing them  beforehand  to  "do  as  he  says,  not  as  he 
does!  " 

"THE  WING  MOVEMENTS." 

Position  of  "Secure  Arms,"  right  hand  uppermost. 

At  the  first  count,  carry  the  right  hand  to  the  right, 
describing  an  upward  curve  in  so  doing,  until  the  arm 
is  nearly  straight  and  level,  hand  open,  palm  upward. 
At  "two/'  carry  the  hand,  with  a  waving  motion  as  be- 
fore, to  a  point  immediately  in  front  of  and  a  little 
above  the  forehead,  palm  outward.  At  "three, "let 
the  hand  fall  forward  at  the  wrist,  carry  it  at  the  same 
time  about  ten  inches  from  the  forehead  horizontally 
to  the  right,  then  raise  it  to  the  perpendicular.  At 
"four, "join  the  hands  again  at  the  waist.  Do  this 
four  times,  or  eight  counts,  and  repeat. 

The  same  with  the  left  hand. 

•  The  same  alternately — right  hand  then  left, — and 
simultaneously,  or  both  hands  together.  In  bringing 
the  hands  in  front  of  the  forehead  in  the  simultaneous 


SPECIAL  EXERCISES.  35 

movement,    touch    the   ends  of   the   first   and   second 
fingers  together. 

All  the  motions  should  be  made  gracefully  in  curved 
lines.  If  accompanied  by  singing — selecting  a  piece 
in  quadruple  time, — the  effect  will  be  excellent. 

Prof.  Monroe  gives  the  following  directions  for  the 
Sitting  and  Standing  Positions.  As  closely  allied  to 
the  latter,  we  include  those  for  Walking. 

I.     SITTING  POSITION. 

1.  Rest  the  feet  fully  on  the  floor,  forming  an  angle 
of  sixty  degrees. 

2.  Sit  (not  lean)  as  far  back  in  the  seat  as  possible; 
supporting  the  lower  part  of  the  spine  against  the  back 
of  the  chair. 

3.  Knees  bent,  nearly  at  a  right  angle. 

4.  Body  square  to  the  front. 

5.  Chest  expanded. 

6.  Hands  fall  easily  in  the  lap,  close  to  the  body, 
little  fingers  downward. 

7.  Shoulders  square. 

8.  Shoulder-blades  flat. 

9.  Head  erect;  not  tipped  in  either  direction. 

10.  Chin  slightly  drawn  in. 

11.  Raise  the  form  to  the  full  height. 

12.  Poise  the  body  slightly  forward. 

13.  Eyes  straight  to  the  front. 

14.  Ear,  shoulder  and  hip  in  line . 

This  position  should  be  frequently  practiced  as  an 


36  CALISTHENICS. 

exercise;  but  pupils  should  be  required  to  remain  in 
it  only  a  few  minutes  at  a  time.  The  younger  the 
scholars  the  oftener  should  they  be  allowed  to  change 
their  position. 

II.     STANDING  POSITION. 

1.  Heels  on  a  line,  and  together. 

2.  Feet  turned  equally  outward,  forming  an  angle 
of  sixty  degrees. 

3.  Knees  straight. 

4.  Body  square  to  the  front. 

5.  Chest    expanded   and   advanced,    but   without 
constraint. 

6.  Arms  hang  easily  at  the  side. 

7.  Shoulders  equal  height. 

8.  Shoulder-blades  flat. 

9.  Head  erect,  raised  at  the  crown,  not  tipped  in 
any  direction. 

10.  Chin  slightly  drawn  in. 

11.  Form  raised  to  the  full  height. 

12.  Body  poised  slightly  forward,  so  that  the  weight 
bears  mainly  on  the  ball  of  the  foot. 

13.  Eyes  straight  to  the  front. 

14.  Whole  figure  in  such  a  position  that  the  ear, 
shoulder,  hip,  knee,  and  ankle  are  all  in  line. 

No  pains  should  be  spared  to  get  this  position  ex- 
actly, and  the  pupil  should  be  required  to  observe  its 
main  points  whenever  he  stands  to  read  or  recite,  in 


SPECIAL  EXERCISES.  37 

order  to  establish  as  a  habit  an  erect  and  dignified 
carriage  of  the  body. 

Weak  children  need  to  be  particularly  cautioned 
against  making  the  back  too  hollow,  and  drooping  the 
head. 

Ill      WALKING. 

The  main  points  of  the  "Standing  Position"  must 
be  observed  in  walking;  thus: 

1.  Body  erect. 

2.  Head  raised. 

3.  Eyes  looking  straight  forward. 

4.  Chest  active  (i.  e.  elevated  and  expanded.) 

o.  Arms  fall  easily  and  are  allowed  a  gentle,  natural 
swing. 

6.  Feet  point  outward  thirty  degrees. 

7.  The  steps  must  be  regular  in  time  and  equal  in 
length — somewhat  as  in  the  military  march,  but  with- 
out rigidity  or  stamping. 

8.  In  a  quick  or  ordinary  step,  the  heel  of  the  ad- 
vanced foot  strikes  the  ground  first.     In  a  very  slow 
and  long  step  the  outside  toes  strike  first. 

9.  All  the  muscles  of  the  body  must  be  in  a  state 
of   easy,    elastic   tension.*     "All   lassitude,    bending,' 
carelessness,  falling  of  the  head,  dangling  of  the  limbs, 
bending   of    the    Trunk,    and   loose,    irregular   gazing 
should  be  avoided." 


*The  more  rapid  the  pace,  the  greater  the  amount  of  spring  or  vertical 
movement  required. — C.  J.  B. 


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